2018-04-24 Presentation at OE Global 2018 in Delft on "How to make MOOCs better for specific target groups and developing countries?" by Christian M. Stracke, OUNL, Carlos Delgado Kloos (UC3M) et al.

1. How to make MOOCs better
for specific target groups
and developing countries?
@ OE Global 2018 in Delft
by Christian M. Stracke, Rocael Hernández,
Carlos Delgado Kloos, Mar Pérez Sanagustín
& António Moreira Teixeira

2. Open CC License for
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3. Open University of the Netherlands
Global cooperation: ECNU & KNOU
Global initiative ICORE for OR & OE
International WLS / LINQ Conference
eLC European Institute
ICDE Chair in OER
Dr. Christian M. Stracke:
Open Learning & Education, Innovations,
Policies, Quality & Competences, Impact

4. Universidad Carlos III de Madrid (UC3M)
Vice Pres. for Strategy & Digital Education
UNESCO Chair "Scalable Digital Educ for All"
MOOC-Maker Project Coordinator
Prof. Dr. Carlos Delgado Kloos:
Digital Education, Learning Engineering
UNESCO Chair on
Scalable Digital Education for All
Spain
United Nations
Educational,Scientificand
Cultural Organization

5. Open University of Portugal (UAb)
University of Lisbon (UL) / CFUL
International Board of Standards for
Training, Instruction and Performance
(Ibstpi)
EDEN Senior Fellow
Dr. António M. Teixeira:
Open Education, Learning Innovation,
Philosophy of Education, Quality

6. Pontificia Universidad Católica de Chile (PUC)
Associate Dean Engineering Education
Projects: Fondecyt ”SRL in MOOCs”; MOOC-
Maker, LALA Project, Engineering 2030: The
Clover
Dr. Mar Pérez-Sanagustín:
Digital Learning, Engineering Education

7. The Challenge

8. Three core factors:
1. Globalisation
2. Worldwide Internet
3. Network society
The Digital Age
Photo: https://ec.europa.eu/digital-agenda/en/digital-life/education

9. Global Competitions and societal changes
Close the gaps
& open new
opportunities
Challenges:
Learn to Learn
Internationalization
Figure: http://www.weforum.org/issues/global-competitiveness

10. Not knowledge but competences are required to
meet future jobs and tasks still unknown today
Change from input to outcome orientation
Learning cha(lle)nges
(E-)Learning
Input: Outcome:
Knowledge Competences

11. Goal 4:
Inclusive and quality education
Sustainable dev goals
www.sustainabledevelopmentgoals.org

12. Goal 4:
Inclusive and quality education
Sustainable dev goals

13. We need MOOCs with better quality
to address new target groups,
meet higher order learning goals
and be used in multicultural
as well as multilingual environments.
Our Hypothesis

14. How to make MOOCs better
for specific target groups
and developing countries?
Our Question

15. What is
Quality?

16. A simple
experiment ...

17. A simple
experiment ...

18. Quality
cannot be defined
... except through adaptation
to your situation and context!

19. What are
MOOCs?

20. Massive Open Online Courses
What means “Massive”?
What means “Open”?
What means “Online Course”?
MOOCs
Stracke, C. M. (2017). The Quality of MOOCs: How to improve the design of open education and online courses for learners?

21. Source: https://www.flickr.com/photos/catspyjamasnz/

22. Source: https://www.flickr.com/photos/gforsythe/

23. Source: https://www.flickr.com/photos/-ed/

24. Global initiatives
to make
MOOCs better

25. MOOQ for the quality of MOOCs:
“We will make MOOCs better”
Quality Reference Framework with
indicators for design & comparison
www.MOOC-quality.eu
Frameworks: MOOQ

26. Quality Reference Framework with
indicators for design & comparison
Our main goal is the collaboration with all
to improve Open Education & MOOCs
www.MOOC-quality.eu

27. Global MOOC Survey

28. First results from
the Global MOOC
Quality Survey

29. Combines 3 surveys on 13 constructs:
1. MOOC learners (69 questions)
2. MOOC designers (89 questions)
3. MOOC facilitators (58 questions)
4 months with huge support (n=267):
Global Survey by MOOQ reveals that
most MOOC learners reported positive
learning experiences with MOOCs
Global MOOC Survey

30. Experiences by learner versus designers
MOOQ Survey: 1st results

31. Our proposal
for discussion:
The Quality Reference
Framework (QRF)

32. The Quality Reference
Framework (QRF)
for improving, assessing
and comparing
MOOC design

33. Quality dimensions of OE in practice:
Dimension 1: Analysis
Dimension 2: Design
Dimension 3: Implementation
Dimension 4: Learning Process
Dimension 5: Evaluation & Optimization
QRF Quality Dimensions

34. QRF Quality Dimensions
Evaluation
Analysis
Implemen-
tation
Learning
process
Design
Learner

35. • MOOC-Maker:
Construction of Management Capacities
for MOOCs in Higher Education
• EU: UC3M, UAb, TU Graz,
GT: U Galileo, U Panamericana,
CO: U Cauca, FUCN,
CL: PUC Chile, U Chile
• moocmaker.org

36. • Educational resources
• bit.ly/metamooc
• Training
• campus.moocmaker.org/
• Network
• moocmaker.org/
?page_id=1959&lang=en
• Events
• moocmaker.org/moocs17

37. Quality for Whom?
Main Stakeholders
proflearner institution platform

38. prof
learner
institution
platform
MOOC
Maximize value
and reputation
Minimize cost and
access problems
Maximize impactMaximize impact
and usefulness
Maximize benefitMinimize problems
Minimize time
and effort
Minimize cost
Tensions

39. Quality for the Learner
• Engaging, to-the-point content
• Reputation
• Usefulness
• Attractive content
• Contextual narrative
• No access problems
• Integrated into local environment
(eg. UPANA)
learner

40. Quality for the Professor
• Support to resource creation
• Guides, models to follow
• Successful deployment
• Great impact
• Small effort
• Reusability
(maybe in different contexts)
prof

41. Quality for the Institution
• Impact
• No conflicts with resources
• Ethical issues
• Replicability
• Sustainability
• Publicity
• Good business model
institution

42. Quality for the Platform Provider
• Stability of infrastructure
• 24/7 availability
• Usability
• Accessibility
• Interoperability
• Richness of features
• Evolvability
• Regional support
platform

43. prof
learner
institution
platform
MOOC
Maximize value
and reputation
Minimize cost and
access problems
Maximize impactMaximize impact
and usefulness
Maximize benefitMinimize problems
Minimize time
and effort
Minimize cost
Tensions

44. MOOCs with a Purpose
in Southeast Asia
Carlos Delgado Kloos
Universidad Carlos III de Madrid
@cdkloos
UNESCO Chair on
Scalable Digital Education for All
Spain
United Nations
Educational,Scientificand
Cultural Organization

45. Goal 4:
Inclusive and quality education
Sustainable dev goals

46. How to make
MOOCs better for
specific target groups &
developing countries?

47. Source: https://www.flickr.com/photos/opensourceway/

48. Visionary
Open
innovations
Dimensions
of Openness
Open
standards
Open
resources
Open
licensing
Open
recognition
Open
availability
Open
technologies
Open
methodologies
Open
access
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?

49. Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?

50. Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions
Assessment
Policies
Flipping
Inclusion
ISO/IEC
40180
CC licenses
Commu-
nities
OER MOOCs
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?

51. Meso: Organisation and Design
Micro: Learner and Course
Macro: Policies and Curricula
Open Education (OE)
Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences.

52. Quality
Potential
Quality Development
Quality in Open Education
Stracke, C. M. (2017).
The Quality of MOOCs:
How to improve the design
of open education and online
courses for learners?

53. Stracke, C. M. (2017).
The Quality of MOOCs:
How to improve the design
of open education and online
courses for learners?
Quality
Potential
Objectives
Quality Development
Quality in Open Education

54. OE
Quality
Anticipated LOs
Open Policies
Individual LOs
Objectives
Meso level
Macro level
Micro level
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?

55. QRF Quality Dimensions
Evaluation
Analysis
Implemen-
tation
Learning
process
Design
Learner

56. How can you
participate?

57. Series of interactive workshops:
• ICDE 2015 in Sun City, South Africa
• OE Global 2016 in Krakow, Poland
• EC-TEL 2016 in Lyon, France
• OE Global 2017 in Cape Town, SA
• IEEE EDUCON 2017 in Athens, Greece
• ICALT 2017 in Timisoara, Romania
• EARLI 2017 in Tampere, Finland
• EC-TEL 2017 in Tallinn, Estonia
To develop the QRF together with all
MOOQ + ICORE Workshop

58. ICORE: International Community for
Open Research and Open Education
Launched 15th May 2013 in Rome
Already more than 300 members within one year
First recognition by key stakeholders & EC:
Let us join forces and become ICORE member!
www.ICORE-online.org
ICORE

59. Publish and share your content!
Re-use existing content!
Connect to colleagues!
How can you participate?

60. Conclusions

61. Source: https://www.flickr.com/photos/opensourceway/

62. We need …
1. Education to change
2. Quality MOOCs
Open Education can
facilitate these changes

63. Stracke, C. M. (2018). Como a Educação Aberta pode melhorar a qualidade de
aprendizagem e produzir impacto em alunos, organizações e na sociedade?
In T. Amiel (Ed.), Utopias and Dystopias in Education. Sao Paulo: UNICAMP.
(in print, 37 pages)
Stracke, C. M. et al. (2018). Gap between MOOC designers' and MOOC learners'
perspectives on interaction and experiences in MOOCs: Findings from the
Global MOOC Quality Survey. Proceedings 18th IEEE International Conference
on Advanced Learning Technologies (ICALT). (accepted, in print)
Stracke, C. M., & Tan, E. (2018). The Quality of Open Online Learning and Education:
Towards a Quality Reference Framework for MOOCs. In J. Kay et al. (Eds.),
Rethinking learning in the digital age. Making the Learning Sciences Count: The
International Conference of the Learning Sciences (ICLS) 2018. (accepted, in print)
All publications also online available at: http://www.opening-up.education
Further References

64. Stracke, C. M. et al. (2018). How to make MOOCs better for specific target groups and
developing countries? Proceedings of the Open Education Global Conference 2018.
Washington: OEC. (accepted, in print)
Stracke, C. M. (2017). The Quality of Open Online Education and Learning: A Quality
Reference Framework for MOOCs. In C. M. Stracke, M. Shanks and O. Tveiten (Eds.),
Smart Universities: Education's Digital Future [= Proceedings of the International
WLS and LINQ Conference 2017] (pp. 97-105). Berlin: Logos.
Stracke, C. M. (2017). Why we need High Drop-out Rates in MOOCs: New Evaluation
and Personalization Strategies for the Quality of Open Education. In M. Chang
et al. (Eds.), 17th IEEE International Conference on Advanced Learning Technologies
(ICALT) (pp. 13-15). IEEE: Computer Society. DOI 10.1109/ICALT.2017.109
All publications also online available at: http://www.opening-up.education
Further References

65. Stracke, C. M. (2017). The Quality of MOOCs: How to Improve the Design of Open
Education and Online Courses for Learners? In P. Zaphiris and A. Ioannou (Eds.),
4th International Conference, Learning and Collaboration Technologies 2017,
Part I, LNCS 10295 (pp. 285–293). DOI: 10.1007/978-3-319-58509-3_23
Stracke, C. M. et al. (2017). The Quality of Open Online Education: Towards a Reference
Framework for MOOCs. Proceedings of 2017 IEEE Global Engineering Education
Conference (pp. 1712-1715). IEEE Xplore. DOI: 10.1109/EDUCON.2017.7943080
Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing
Strategies and Learning Experiences. Proceedings of 2017 IEEE Global Engineering
Education Conference (pp. 1044-1048). DOI: 10.1109/EDUCON.2017.7942977
All publications also online available at: http://www.opening-up.education
Further References

66. Stracke, C. M. (2016). Is Open Education a revolution or are MOOCs only marketing
instruments? Online Proceedings of the Open Education Global Conference 2016.
Washington: OEC.
Stracke, C. M. (2016). MOOCs are dead! - Open Education and the Quality of Online
Courses Towards a Common Quality Reference Framework. In EDEN Proceedings
(pp. 215-221). Bucharest, Hungary: European Distance and E-Learning Network.
Stracke, C. M. (2015). The Need to Change Education towards Open Learning. In
C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The Need for Change in
Education: Openness as Default? (pp. 11-23). Berlin: Logos.
All publications also online available at: http://www.opening-up.education
Further References

67. Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Delgado Kloos, C., Rayyan, S. (2017).
H-MOOC Framework: Reusing MOOCs for Hybrid Education,
Journal of Computing in Higher Education (JCHE), 29(1), 47-64.
Alario-Hoyos, C.; Pérez-Sanagustín, M.; Cormier, D.; Delgado-Kloos, C. (2014).
Proposal for a conceptual framework for educators to describe and design MOOCs.
Journal of Universal Computer Science (JUCS), Special issue on Interaction in
Massive Courses, 20(1), pp. 6-23.
Further References

68. christian.stracke@ou.nl
@ChrMStracke
www.opening-up.education
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